Unit9 Section B 2a～2e教案 -2024-2025学年人教版九年级英语全册

Topic Unit 9 I like music that I can dance to. Section B (2a-2e) Type of Lesson Reading Teacher 李倩兰 Time and Date 45min. Unit Theme Theme Category: People and Society; Theme Group: Literature and Art; Sub-theme Content: Chinese and foreign films, music, dance, etc. (expressing preferences) Analysis on Teaching Content What (Theme significance, main content) The main content of this lesson is to introduce the life of the Chinese folk musician Abing and his representative work Erquan Yingyue. The article is divided into three parts. The first part details the exquisite erhu skills in Erquan Yingyue, as well as the feelings and impact the music has on the author. The second part tells the life story of Abing. The third part discusses Abing's achievements in music. Why (Author's intent, educational value) By introducing the well-known Chinese folk artist Abing and his representative work Erquan Yingyue, the author conveys a sense of pride in traditional Chinese music. It also encourages readers to pay more attention to traditional Chinese music and musical instruments, and to make their own efforts to promote them on the world stage. How (Problem structure, language and rhetoric) This text is an expository piece that provides a detailed introduction to the folk artist Abing and his seminal work Erquan Yingyue. By presenting the music along with the story of the creator's life, readers are enabled to more profoundly experience the sense of sorrow embedded within the music. The title and accompanying illustrations of the article resonate with the music, showcasing the unique artistic conception of Chinese music—sad but beautiful. Analysis on Learners Know Want Learn Building on their language foundation, students have already become very proficient in using the target language through previous lessons. For example, they can flexibly discuss their favorite music, movies, and artists in different contexts, and they are also able to state their reasons from various dimensions. Therefore, in the context setting of this lesson, students already have a good foundation in language. Moreover, the figures and music introduced in this lesson are very familiar to the students, which will make the reading task easier for them. They will be able to grasp the general idea of the article more accurately. Students need to learn how to accurately describe traditional Chinese music and musicians through this lesson; they need to understand the life stories behind the music and its creators to appreciate the music more deeply; they need to become familiar with the flexible use of the target language in reading through this lesson. In terms of emotional values, students need to gain a deeper understanding of traditional Chinese art and, through their own efforts, be able to introduce their country's culture on the world stage. After this class, students will have learned vocabulary and phrases related to traditional music culture. They will have learned how to better appreciate and understand a type of music by delving into the stories behind the music and the lives of its creators. Additionally, after this class, students will be able to introduce their favorite music more effectively by discussing the life stories of the creators. Students will be able to proactively introduce traditional Chinese music and musical instruments in English. Teaching objectives By the end of this lesson, students will be able to: 1. Learning Comprehension: Learn to understand key vocabulary and phrases. They will become acquainted with the Chinese folk musician Abing and his representative work Erquan Yingyue. Students will also learn how to understand and appreciate a type of music by exploring the life of its creator. 2. Application Practice: Under the guidance and assistance of teachers, and through the progression of tasks and guidance on reading skills, students will become familiar with the reading techniques for similar types of texts. They will be able to skillfully use the target language to introduce traditional Chinese music and musical instruments in practical communication activities. 3. Transfer Innovation: Conduct discussions on Abing's life and music in the target language. Students will learn to understand the stories behind the music. They will be able to think about the reasons for their preferences for certain things from multiple perspectives. Important points Students can understand the short text and obtain relevant information under the guidance of questions. Students' reading and critical thinking skills are enhanced. Difficult points Students can master some expressions related to traditional culture. Students can appreciate Erquan Yingyue in the target language. Teaching Aids PPT, textbook, blackboard, multi-media Teaching Methods Situational Experiential Teaching, Heuristic Teaching, 5E Instructional Model, Game-Based Learning Teaching Procedures (T for the teacher, Ss. for students) Teacher’s Activities Students’ Activities Effectiveness Evaluation Teachers combine photos with traditional music to quickly guide students to the reading topic. They then use questions to prompt students to think. Step1 Engagement 1. Greeting. 2. T: Ask Ss “How many Chinese musical instruments do you know about?” and then introduce some Chinese traditional musical instruments. 3. T: “Do you know any famous pieces(explain) of music that are played on these instruments?” There are some examples I prepared for you. Watch and listen, then answer the questions. (What’s the name of this piece of music? What kind of Chinese musical instrument is it?) 4.T: Let’s know something about Abing. 1.The teacher observes how students respond to questions and encourages them to speak up actively at different stages of the class. 2.The teacher must guide students in advance when they are answering questions by combining images and audio. It is important to rate and guide the sentence structures used in their responses. Aim(s) of Designs: The teacher skillfully introduces the reading topic through familiar Chinese music, engaging students in the lesson. At the same time, the teacher includes more challenging vocabulary in the questions, guiding students to guess and become familiar with more difficult knowledge through perception. By answering the questions, students also become acquainted with the background knowledge related to the reading material. 1. The teacher guides students to observe the title and images in the article through questions, leading students to guess the main idea of the article. 2. The teacher uses questions and tasks to guide students in understanding the main content of each paragraph, the structure of the article, and the general idea. Step2 Exploration Part 1 1. Let students focus on the title and the picture of the passage. Let Ss make predictions. (Which musician is the passage mainly about? What is the name of his most famous piece of music? How does the writer feel about this piece of music?） 2. Read the whole passage quickly and match the main idea. 3. Let students know what is supporting details. 1. Teachers need to pay attention to the relevance of questions and provide timely guidance on methods and skills when students are thinking and answering. 2. Teachers need to observe students' participation in reading tasks and actively encourage students to output using the target language. Guide students to continuously improve their understanding of the article during the task participation process. 3. Teachers need to help students understand what specific tasks they need to complete and provide available language frameworks before students encounter more difficult tasks. Part 2 1. Read Paragraph 1 and finish the chart. Then answer the questions. (What kind of life did live, happy or hard?) 2. Read Paragraph 1 again and complete the mind map. 3. Read Para. 2 and fill in the chart. 4. Pair work: Read Paragraph 2 again and complete the basic information. 5. Try to retell paragraph 2 according to the outline. 6. T: Read Paragraph 3 and finish the chart. Why does Erquan Yingyue become so popular? Aim(s) of Designs: By guiding students to look at the illustrations and titles, they can form a preliminary understanding of the article, which in turn can cultivate their ability to "observe." Teachers use questioning and progressive reading tasks to help students build their comprehension of the text. They guide students to grasp the discourse structure from a macro perspective, understand the author's line of thought, and then delve into the micro aspects to understand the author's writing attitude. Teachers guide students to actively showcase their learning outcomes through discussions and other forms facilitated by questions. Step3 Explanation 1. T: let’s retell the passage according to the outline. 2. Let’s discuss something about the article: How do you understand the title—Sad but Beautiful? During the activity, teachers should observe students' responses to questions and pay attention to cultivating their team cooperation skills, logical abilities, and critical thinking skills. Teachers need to provide timely assistance or encouragement based on the content of the students' answers and the actual situation. Aim(s) of Designs: Students enhance their speaking skills through classroom presentations. By working collaboratively with peers to reorganize and present the content of the article, students can better apply the language knowledge they have learned. At the same time, their communication skills and teamwork abilities are improved through interactions with their peers. Teachers guide students to apply the knowledge from the texts they have learned to new situations through transfer and innovation activities. Step4 Elaboration 1. Pair work: Focus on 2e. Student A is a foreign visitor who is interested in Abing and his music. Student B is a Chinese student who knows about Abing. Use the information in the passage to make a conversation. 2. T: Do you know any Chinese musicians like Abing who live in sufferings? (Nie Er, Xian Xinghai…) What do you learn from them? 3. Group work: Take Nie Er as an example, write an article as required. Teachers need to guide students in applying the knowledge they have learned to solve new problems, achieving the integration and re-creation of knowledge. Aim(s) of Designs: The design of transfer and innovation activities cultivates students' ability to apply knowledge in new contexts, fostering their capacity for knowledge transfer and problem-solving skills. Group discussion activities are related to the content of the texts students have studied, requiring a good understanding of the main ideas of the texts, and the ability to apply them transferably to similar situations. Teachers skillfully design open-ended questions to provoke students into thinking independently. Step5 Evaluation 1. Discussion: Have a discussion with your partners to show your understanding (Some people say that it's the great hardship that makes Abing successful in music. He couldn't create Erquan Yingyue if he lived a happy and rich life. Do you agree or disagree? Why). Teachers should pay attention to guiding students in their thinking about questions. At the same time, they can set dimensions for peer evaluation and encourage students to discuss the viewpoints presented in the classroom. Aim(s) of Designs: Expanding questions can guide students to actively think in conjunction with practice, effectively assess their own learning progress, and effectively cultivate their ways of thinking and modes of expression. The teacher consolidates the knowledge learned in this class through student-led knowledge summaries and practice activities. Step6 Summary and exercises 1. Make a summary. 1. The teacher should observe the methods students use when summarizing and the outcomes of their summaries. 2. The teacher needs to provide positive feedback on the classroom exercises conducted by the students. Aim(s) of Designs: The teacher guides students to organize their knowledge, mark the key and difficult points, and leads students to consolidate what they have learned through practice, thereby enhancing classroom efficiency. Homework Must do: 1. Finish 2b; 2. Write a passage to introduce Erquan Yingyue to the foreigners; 3. Listen to some famous pieces of folk music and write down your feelings. Try to do: Complete the Work Sheet by finding out some information on representative music of different countries on the Internet or…, then share it with the class. Blackboard layout Unit 9 I like music that I can dance to. Reflection In the design of this reading lesson, the following aspects need to be considered: 1. Due to the special nature of the text, it is necessary to preview sentence structures and key vocabulary before reading. This will enable students to tell more stories related to traditional Chinese music culture. 2. Teachers should pay attention to the coherence of the reading text questions. When preparing lessons, they should carefully study the text, designing questions from both a holistic and detailed perspective. Questions should be used to gradually provoke students' thinking, ultimately enabling effective transfer of use and evaluation of the content and values within the article. 3. Teachers should combine tasks with skills training. By training skills within tasks, students can more effectively grasp the main idea and core viewpoints of the article, which can also effectively promote the improvement of students' reading abilities. 4. Teachers should guide students' ways of thinking and expression in conjunction with the content of the text, while also guiding students to form correct values. 学科网（北京）股份有限公司 $$